Rolling out and scaling up: the effects of a problem-based approach to developing teachers’ assessment practice

References

• Assessment Reform Group . 2002 . Assessment for learning: 10 principles , London : Assessment Reform Group .
   Google Scholar
• Barnes, A. 2008. Towards practitioner empowerment: The impact of a problem-based approach to professional development on the leadership of gifted and talented mathematics education in the primary school. Unpublished MA diss., University of Brighton, UK.
   Google Scholar
• Barnes, A. 2010. Professional development: Creating a bespoke programme. CPD Update e-bulletin, October. http://www.teachingexpertise.com/articles/professional-development-creating-bespoke-programme-10523 (accessed February 19, 2011).
   Google Scholar
• BERA . 2004 . Revised ethical guidelines for educational research , Southwell, UK : British Educational Research Association .
   Google Scholar
• Black, P. 2007. Assessment for learning. Presentation at the conference on Improving Formative Assessment in Vocational Education and Adult Literacy, Language and Numeracy Programmes, February 14, at the University of Nottingham, UK.
   Google Scholar
• Black , P. , Harrison , C. , Lee , C. , Marshall , B. and Wiliam , D. 2002 . Working inside the black box: Assessment for learning in the classroom , London : nferNelson .
   Google Scholar
• Black, P., and D. Wiliam. 1998. Inside the black box: Raising standards through classroom assessment. London: King’s College London. (Repr. 1998. Phi Delta Kappan 80, no. 2: 139–48.)
   Google Scholar
• Burgess , T. and Swann , J. 2003 . The rejectability of Karl Popper: Why Popper’s ideas have had so little influence on social practice . Higher Education Review , 35 ( 2 ) : 57 – 65 .
   Google Scholar
• Carr , W. and Kemmis , S. 1986 . Becoming critical: Education, knowledge and action research , London : The Falmer Press .
   Google Scholar
• Davies , J. and Ecclestone , K. Strait-jacket or springboard for sustainable learning?: The implications of formative assessment in vocational learning cultures . Paper presented at the annual conference of the British Educational Research Association . September 5–8 , Institute of Education, London, UK.
   Google Scholar
• Ecclestone , K. 2004 . Understanding assessment and qualifications in post-compulsory education: Principles, politics and practice , 2nd ed. , Leicester, UK : National Institute of Adult and Continuing Education .
   Google Scholar
• Ecclestone , K. 2007 . Commitment, compliance and comfort zones: The effects of formative assessment on ‘learning careers’ in vocational education . Assessment in Education: Principles, Policy & Practice , 14 ( 3 ) : 315 – 333 .
   Google Scholar
• Ecclestone , K. 2010 . Transforming formative assessment in lifelong learning , Buckingham, UK : Open University Press .
   Google Scholar
• Finch , J. 1986 . Research and policy: The uses of qualitative methods in social and educational research , Basingstoke, UK : Falmer Press .
   Google Scholar
• Gardner , J. , ed. 2005 . Assessment and learning , London : Sage .
   Google Scholar
• Hargreaves , E. 2005 . Assessment for learning: Thinking outside the black box . Cambridge Journal of Education , 35 ( 2 ) : 213 – 224 .
   Google Scholar
• Kemmis , S. and McTaggart , R. 1988 . The action research planner , 3rd ed. , Geelong, , Australia : Deakin University .
   Google Scholar
• Marshall , B. and Drummond , M.J. 2006 . How teachers engage with assessment for learning: Lessons from the classroom . Research Papers in Education , 21 ( 2 ) : 133 – 149 .
   Web of Science ®Google Scholar
• Prenzel , M. , Kramer , K. and Dreschel , B. Self-determined and interested learning in vocational education . Paper presented at the final colloquium of the DFG Research Programme ‘Teaching–learning formal processes in initial business training’ . June 29–July 1 , Bonn, Germany.
   Google Scholar
• Swann , J. 1997 . How can we make better plans? . Higher Education Review , 30 ( 1 ) : 37 – 55 .
   Google Scholar
• Swann , J. 1999 . “ Making better plans: Problem-based versus objectives-based planning ” . In Improving education: Realist approaches to method and research , Edited by: Swann , J. and Pratt , J. 51 – 66 . London : Cassell .
   Google Scholar
• Swann , J. 2003 . “ A Popperian approach to research on learning and method ” . In Educational research in practice: Making sense of methodology , Edited by: Swann , J. and Pratt , J. 11 – 34 . London : Continuum .
   Google Scholar
• Swann , J. 2012 . Learning, teaching and education research in the 21^st century: An evolutionary analysis of the role of teachers , London : Continuum .
   Google Scholar
• Swann , J. and Arthurs , J. 1999 . Empowering lecturers: A problem-based approach to improve assessment practice . Higher Education Review , 31 ( 2 ) : 50 – 74 .
   Google Scholar
• Swann , J. and Ecclestone , K. 1999a . “ Empowering lecturers to improve assessment practice in higher education ” . In Improving education: Realist approaches to method and research , Edited by: Swann , J. and Pratt , J. 89 – 100 . London : Cassell .
   Google Scholar
• Swann , J. and Ecclestone , K. 1999b . Improving lecturers’ assessment practice in higher education: A problem-based approach . Educational Action Research , 7 ( 1 ) : 63 – 84 .
   Google Scholar
• Torrance, H., H. Colley, D. Garratt, J. Jarvis, H. Piper, K. Ecclestone, and D. James. 2005. The impact of different modes of assessment on achievement and progress in the learning and skills sector. London: Learning and Skills Development Agency. http://www.itslifejimbutnotasweknowit.org.uk/files/AssessmentModesImpact.pdf (accessed January 18, 2011).
   Google Scholar